Literaturnachweis - Detailanzeige
| Autor/inn/en | Cerdán, Raquel; Máñez, Ignacio; Serrano-Mendizábal, Marian |
|---|---|
| Titel | Reading from Multiple Documents: The Role of Text Availability and Question Type |
| Quelle | In: Reading Research Quarterly, 56 (2021), (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cerdán, Raquel) ORCID (Máñez, Ignacio) ORCID (Serrano-Mendizábal, Marian) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0553 |
| DOI | 10.1002/rrq.380 |
| Schlagwörter | Reading Skills; History Instruction; Reading Comprehension; Information Literacy; Questioning Techniques; Critical Reading; Recall (Psychology); Scores; Adolescents; Information Sources; Secondary School Students |
| Abstract | The current information society requires people to handle information from different sources, which entails specific skills beyond those needed to comprehend and use information from a single text. Given the relevance of becoming a competent reader in functional reading scenarios, it is crucial to examine how contextual-, task-, and individual-related factors may influence multiple-documents question-answering activities, a key issue for assessment and instruction. In this study, we examined the influence of text availability and question type in students' question-answering performance and the moderator effect of students' reading skill. Seventy secondary school students read three expository texts about a history topic. Next, they performed a concurrent question-answering task consisting of a set of intra- and intertext questions they answered either with or without the texts available. Finally, participants performed a free-recall task after a 24-hour delay without access to the learning materials. Results showed higher performance scores in the intratext questions when the text was available than when it was not. However, the superiority of text availability disappeared in the delayed recall task. Additionally, skilled readers who had the texts available scored higher in the concurrent question-answering task and, moreover, recalled more ideas in the recall task. These findings shed light on how contextual- (i.e., text availability), task- (i.e., question type), and student-related (i.e., reading skill) factors may influence both adolescents' question answering from multiple documents and their recall. The implications of these findings for the science of reading and the educational practice are discussed. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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